一、應用即時回饋系統於數學學習環境中會影響學習者之數學學習態度。 二、應用即時回饋系統於數學學習環境中會影響學習者之自我調整學習策略。 三、應用即時回饋系統於數學學習環境中，學習者之數學學習態度與自我調整學習策略達顯著相關。 四、在使用即時回饋系統的學習環境中，不同性別之國小三年級學生其數學學習態度未達顯著差異。 五、在使用即時回饋系統的學習環境中，不同性別之國小三年級學生其自我調整學習策略未達顯著差異。 Feedback is the most important strategy in the teaching process, and immediately feedbacks which can let student willing to practice and participate in learning give rise to the learning attitude of learners. If students were able to express their opinions or try to get the feedback of teachers, might improve their learning attitude or let them accomplish their expected object. The purpose of the research is to explore whether the Interactive Response System (IRS) would affect the mathematics attitude and the self-regulated learning strategies of learners on mathematics and its correlation. The research is one-group pretest-posttest design. Participants were 51 elementary school students studying in the Taipei Municipal Nankang Elementary School. The Mathematics attitude scales and Self-regulated learning strategy scales was used collect data and the findings are: 1. Using IRS has influence on students'' mathematics attitude. 2. Using IRS has influence on students'' self-regulated learning strategy. 3. There is no significant correlation between students'' mathematics attitude and self-regulated learning strategy when using IRS. 4. There was no significant gender difference in mathematics attitude when using IRS. 5. There was no significant gender difference in self-regulated strategy when using IRS.